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Teaching Examples

You may find it helpful to see examples of how information fluency concepts are being taught at Campbell to glean ideas for your own classes. Listed below are teaching examples aligned with the six-part Framework for Information Literacy.

Scholarship as Conversation

  • Citation formats for various majors
  • Source evaluation and ways of approaching authority (ENGL 101 and other upper courses)
  • Use of archived prior students' research to build one’s own research (BADM 536, PGM 450, SOCI 251)
  • Notion of scholarly consensus and dissension (CHRS and DIVI courses on Bible)
  • Scopus and citation ranking (EXER 451, various upper courses)
  • Creation of a group annotated bibliography (HONR/MUSC 205)
  • Citation management for scholarly projects (OMED 502 and above, MSBS 544, PA 609)

Information Creation as a Process

  • The information cycle in response to events (ENGL 101)
  • The nature of different types of internet sources (ENGL 101)
  • Processes behind the creation of standard business data metrics (BADM 236 and 536)
  • Presentation creation (Symposium workshops)
  • Technology tools, explored using a “petting zoo” approach (EDUC 351 and other courses)
  • Research and Writing Log for reflecting on the research process (ENGL 300 and BIOL 205)
  • Concept mapping to identify how sources relate to one another (CLNR 451)
  • Fitting source types to information needs (HIST 351 and 447, CRIM 231)
  • Relationship between content and design; how the inforgraphic format informs information creation (BADM 200)
  • Videos as a presentation format; how to work within time constraints (CHRS 300)
  • Location of copyright compliant graphics and illustrations for presentations (OMED 502 and above; MSBS 544)

Information Has Value

  • Value of bibliographies and citation formats (from ENGL 101 throughout the entire program)
  • RefWorks as a citation management tool (Various upper level and graduate courses)
  • Critical evaluation of open-source versus subscription resources (SPAN 311, BADM 236 and 536)
  • Use of interlibrary loan (Various courses)
  • Access issues related to government confidentiality, transparency, and security (HSEC 340)

Research as Inquiry

  • Formation of research questions as an essential part of the process (COSU 100 and elsewhere)
  • Background research and database selection (COSU 100, ENGL 102)
  • Searching iteratively and managing results (ENGL 101, 102, throughout the majors)
  • Use of Research and Writing Log to document research question evolution (ENGL 300 and BIOL 205)
  • Organizing information using RefWorks (workshops and upper level courses)
  • Searching based on citation metrics (PHSC 451/536)
  • Various specialized disciplinary databases throughout the majors
  • Community needs analysis (BADM 100, 200, and 536)
  • Interpretive lenses for Biblical exegesis (various CHRS and DIVI courses)
  • Acknowledge experiential limitations (SPAN 241)
  • Comparing and contrasting sources to identify gaps and weaknesses, related to thesis statement (HIST 351, HIST 448)
  • Translation of research or clinical questions into effective search strategies (OMED 502 and above, MSBS 544, PA 609, PT 702)
  • Matching research or clinical questions to appropriate databases (OMED 502 and above, MSBS 544, PA 609, PT 702)

Authority Is Constructed and Contextual

  • Evaluating sources through problem-based learning (CUFS 100)
  • Finding and evaluating peer-reviewed information (ENGL 101, NURS 100 and many others)
  • Discipline-specific databases (ENGL 102 and throughout the majors)
  • Evaluating author credentials and their relationship to credibility (ENGL 101)
  • Avoiding plagiarism (workshops and on demand in classes)
  • Citation-ranking database tools like Scopus (PHSC 514 and EXER 451)
  • Informational texts versus storytelling (EDUC 450)
  • Using multiple source types for comprehensive evaluation (BADM 100, 200, and 536)
  • "Quality of evidence pyramid" for clinical source evaluation (DPT 702/764, OMED 502 and above; MSBS 544)
  • Supplementing “standard’ Bible commentaries with recent articles (various CHRS and DIVI courses)
  • Legal versus social science perspectives on "truth" (HSEC 495)
  • Encourage use of video and maps as sources (HIST 351, HIST 448)

Searching as Strategic Exploration

  • Research question formulation (CUFS 100, OMED 502 and above, MSBS 544)
  • Search logic and source type selection (ENGL 100, 101, 102 and other courses)
  • Keyword building (CUFS 100, ENGL 101)
  • Multiple search tools that are major-specific (Wide variety of courses)
  • Government information and subscription information (Various health science courses)
  • Iterative searching (CUFS 100, ENGL 101, various other courses)
  • Use of Boolean operators (ENGL 100, 101, 102, and other courses)
  • Environmental scanning techniques to “identify interested parties” (BADM 100, 200 and 536)
  • Advanced searching in a wide variety of disciplinary databases (various courses in all disciplines)
  • Organization and significance of our OneSearch discovery product (ENGL 101)
  • Use of controlled vocabulary - specifically MeSH headings - for searching (CLNR 451, PHAR 315, OMED 502 and above, MSBS 544, PA 609, PT 702)
  • Use of scripture reference searching (various CHRS and DIVI courses)
  • Distinguishing needs for data and statistics versus analysis and conclusions (POLS 260)
  • Working with philosophical sources as opposed to empirical (POLS 441)

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